学校交往生活的公共性建构:基于公共领域理论的分析

The Public Construction of School Communication Life:Based on the Theory of Public Sphere

在理想的教育情境下,学校交往生活应该具有如哈贝马斯、阿伦特所言的公共领域属性,它是一个具有独立性、批判性与公益性的中间领域,它以公民的"言说"和"行动"为主要机制,倡导理性的协商对话以及自由而平等的公民人格。但是,在现实的教育背景下,学校交往生活的独立性、批判性以及公益性正在遭遇着严峻的挑战,自由、平等、理性协商的公共价值取向也陷入了扭曲,而公民的"言说"、"行动"也遭受较大的压制,这不利于公民教育的发展。为了更好地培育公民品质和公共精神,学校交往生活应进行公共性的重建:鼓励学生积极参与学校的公共治理,展开公民的"行动";增进学生的"言说"权利,鼓励课堂教学中的平等交往;建构公共服务活动体系,引导学生在参与社会公益活动的过程中养成公共精神;构筑公共协商和公共论辩的平台,以促进公共意见的理性表达,发展学生的"交往理性"及公共协商能力。

In the ideal context of education, school＇ s communication life is a public sphere, which is like what Habermasand Arendt said. It＇s an independent, critical and public domain which is based on the speaking right and civic action.The publicity of school life advocates public communication, negotiation and equal identity of citizenship. But, in the real-ity, school life＇ s independence, criticalness and commonweal have been challenged. The values such as freedom, equalityand negotiation are distorted, and citizens＇ speaking fight and action are suppressed too. In order to develop students＇public spirit and citizen character, school life needs to be reconstructed which is based on publicity. Firstly, schools shouldadvocate students＇ civic action in the governance of school affairs. Secondly, teachers should encourage students＇ fight tospeak and the public communication in classroom. Thirdly, there should be more public services to develop students＇ pub-lic spirit. Finally, we should construct platforms for students＇ negotiation and debating which can progress students＇ abili-ties of communicative rationality and public deliberation.